Por que eu desistir de ser professor(a) de matemática?

Abstract

RESUMO: O texto apresenta resultados de um estudo de caso qualitativo, realizado com 25 estudantes que desistiram voluntariamente do curso de Licenciatura em Matemática do IFES campus Cachoeiro de Itapemirim entre o primeiro semestre de 2017 e o segundo semestre de 2020. Procurou-se compreender e listar motivos que levaram esses alunos a solicitarem o seu desligamento do curso, uma vez que informam e motivos aleatórios no formulário entregue à Coordenadoria de Registros Acadêmicos [CRA] quando requereram o cancelamento de matrícula. Os dados, coletados através de questionários elaborados no Google Forms e disponibilizados via e-mails e WhatsApp, apontaram que existem diversos motivos/razões de desistência do curso, dentre eles: a dificuldade com a aprendizagem do conteúdo específico de matemática; a vida cotidiana e as demandas individuais que ela exige; a opção pelo trabalho; a descoberta de que a licenciatura não era necessariamente um curso de cálculo; e a jovialidade que leva a indecisões e a desistência no primeiro ano de faculdade. ABSTRACT: The text presents the results of a qualitative case study carried out with 25 students who voluntarily dropped out of the Mathematics Degree course at IFES campus Cachoeiro de Itapemirim between the first half of 2017 to the second half of 2021. We tried to understand the reasons that lead them to request their withdrawal from the course, since they inform random reasons in the form delivered to the Academic Registration Coordination [CRA] when they requested the cancellation of enrollment. The data, collected through questionnaires prepared in Google Forms and made available through emails and WhatsApp, showed that there are several reasons for dropping out of the course, among them: the difficulty of learning the specific content of mathematics; everyday life and the its individual demands; the option for work; the discovery that the degree was not necessarily a calculus course; and the joviality that leads to indecision and dropout in the first year of college.

ABSTRACT: The text presents the results of a qualitative case study carried out with 25 students who voluntarily dropped out of the Mathematics Degree course at IFES campus Cachoeiro de Itapemirim between the first half of 2017 to the second half of 2021. We tried to understand the reasons that lead them to request their withdrawal from the course, since they inform random reasons in the form delivered to the Academic Registration Coordination [CRA] when they requested the cancellation of enrollment. The data, collected through questionnaires prepared in Google Forms and made available through emails and WhatsApp, showed that there are several reasons for dropping out of the course, among them: the difficulty of learning the specific content of mathematics; everyday life and the its individual demands; the option for work; the discovery that the degree was not necessarily a calculus course; and the joviality that leads to indecision and dropout in the first year of college.